Common Core – Early Math Counts

The Weight of Things

Diann Gano, M.Ed — Sat, 15 Feb 2020 20:59:12 +0000

“Look, I can pick up six blocks at once! It’s not even heavy!”

It’s pickup time in the block center and now we have a challenge on our hands. I recognize that this has taken on a learning moment that we can’t rush but we can extend. Showing off our muscles and strength is another perfect opportunity to meet a math measurement standard through play. Children are always fascinated by how big or how heavy things are.

Jonathan had thrown the challenge down and here was our chance to use math vocabulary, collect data, make predictions and practice our geometric shapes. Suddenly we’re counting, adding, sorting, grouping.

Children can use measurement language to relate to their play. They compare who’s taller, argue over who has more apples, who’s the fastest and who has the longest train. In this moment we can learn to measure size, weight and capacity. Students need to talk about and talk through their mathematical concepts. They need to talk their theories out-loud with each other and their teachers.

As teachers we can model appropriate math terminology and encourage our students to use mathematical vocabulary. Children used the blocks to build towers that are smaller than their body, larger than their body, and the same size as their body. They also built two towers of the same size.

“I wonder which is heavier, the stack of six blocks or two of these long blocks? Are they the same? They are? We can say the blocks are equal in weight.” Using real objects help children understand measurement concepts.

Here I go once more, rambling about the benefits we reap in the block area, during pickup time. If it wasn’t so innocent and deep, I would swear they were manipulating me. Give the gift of time. Toss out the clock, and let the investigations continue. Let the play buzz fill their little brain with a strong math foundation through play.

Before naps, I will bring out the book by Steve Jenkins, Biggest, Strongest, Fastest. This book describes animals that are the heaviest, strongest and tallest. It introduces the concept that determining which animal is the biggest depends on how you define big. We also love the math books, How Many and Which One Doesn’t Belong by Christopher Danielson. These great books help my group understand there are many different measurable attributes to consider when we say something is bigger or heavier.

Inch by Inch

Diann Gano, M.Ed — Sat, 01 Feb 2020 12:00:46 +0000

We brought out the tape measurers this week. Ah, nothing like a tool in the hand of young friends to get the juices flowing and the neurons firing up! Playful math! Math that is done for no other purpose than the sheer joy and fun it brings. I don’t worry that they don’t understand the concept of inches or feet or even if they recognize numbers, or have numbers actually facing them!

This tape measure was easy for the children to use. It was small and fit in the palm of their hands. It could be pulled out without snapping back unless the children pushed in on a button on the side and then slid back slowly rather than snapping back quickly. We have a few different types of tape measurers in our toolbox, and they love them all. Children love exploring with tools. The exploration, cooperation and investigation on this morning was an educator’s dream!

As the children measure every object in sight, I find opportunities to introduce new understanding and vocabulary. I often refer to this as throwing seeds in the wind. Some may land, and sprout. Some may fly in one ear and out the other. I throw them anyway. I observe their play and wait to see when they may be ready for added information to extend their level of play to a higher understanding.

We talk about the word inch. We count the numbers on the tape. Vocabulary words are flying through the air as they play. Words such as longer, shorter, taller, smaller, bigger, and wider. I see cooperation and experimentation between friends.

This is how they learn. This is the math foundation. For those of you struggling to meet standards, this is common core standards for measurement and data. This is meeting the Illinois Learning Standards for Measurement 7.C. Document it while letting them play.

A discussion begins on measuring the bike tires. They compare methods, share ideas, evaluate and modify their thoughts. The children identify objects as “different” or “the same”, “more” and “less” on the basis of the attributes that they can measure.

By using language for measurement and looking for everyday ways to talk about measurement, data and units, you can help support the children’s mathematical understanding. Bring out the tools and let the play begin!

Math Scores Are Up in Illinois

Early Math Counts — Wed, 15 Oct 2014 16:52:59 +0000

This morning’s Chicago Tribune reported the results of last spring’s ISAT tests (for those of you outside of Illinois these are the dreaded Illinois Standards Achievement Tests). Passing scores were increased recently supposedly to better prepare students for more difficult exams in the future. Just as expected, the passing rates fell just as the the Common Core became the law of the land (at least this part of the land).

The good news is that 2014 math scores are up slightly from 2013. The bad news is that reading scores are down slightly from the same time period. Although the Tribune received these scores from sources other than the Illinois State Board of Education, they are confident that they are accurate and ISBE will release the statewide scores after they meet to discuss them.

Hmmmm- so what does this mean? For this blogger, it probably doesn’t add up to a whole lot of anything. For one, it is impossible to tease out any useful information from one year’s data set, especially one that is trying to compare apples with oranges. In 2013, only a percentage of the test questions came from the Common Core whereas all were changed in 2014. This is not to mention that last spring was the LAST year students in the state will take the ISATs. They are done. The state has removed them in order to make room for another set of standardized tests.

I have a colleague who always says, “If you focus on something, it will change.” Is our focus on math in the state of Illinois responsible for this upturn? Does the focus on math shift learning away from reading? What does this mean for children who are in the middle of their school years? Are they at a disadvantage when all of these changes are taking place all around them? Are parents able to navigate understanding all of these requirements and new tests?

The more important question that we should all be asking is, “What does this say about learning and (if we have to have them) how can all of these tests create a framework to better understand the learning process in order to better serve ALL children?”